A culture of inquiry and evidence to unlock critical thinking and creativity based on an exchange of ideas and research around common themes and phenomenon learning. Improving learning outcomes through education technology and innovative assessment methods that support and inform instruction, provide accurate informationabout what students know and can do, and measure student achievement to bridge gender and achievement gaps, preparing students for college readiness.

Hakkarainen & De Jong, Toward practices of knowledge building. (symposium). Proceedings of the 8th European biennial meeting for research on learning and instruction, (Göteborg, Sweden), 1999.

Chiaratto, Loraine. Natural Curiosity: Building Children’s Understanding of the World through Environmental Inquiry / A Resource for Teachers. University of Toronto/The Laboratory School at The Dr. Eric Jackman

in alternative learning environments - train students ​to become better

information seekers, analysts, problem solvers and communicators

through the use of technology. Knowledge-building pedagogy supports

strategies that cover important academic skills and active learning

needed for success in the education process, in the workforce and

in life:

​- CRITICAL THINKING....With knowledge building, students are

given the tools to learn and understand information to experiment with

different outcomes by playing with ideas and formulating theories.

- COLLABORATION.... in a safe, closed learning environment

supported by knowledge building, collaborative learning takes place

when students can explore a topic with contributions of ideas from

their peers and small group members solving complex problems.

- COMMUNICATION.... The small group learning environments

of knowledge-building learning environments support discourse,

where discussions can also help clear the tense atmosphere in a

classroom, and small group learning contributes to improved classroom

management. Students preparing results of their research utilizing a

range of multi-media tools also acquire a different set of communication

skills that prepare them with audio-visual communication capabilities.

They also acquire self-esteem and confidence with improved speaking

and language capabilities when getting in from of the webcam to

present their findings to their partnered classrooms or simply introducing

themselves to their peers during videoconferencing sessions. - GLOBAL COMPETENCE.... Partnering students with other

students across the globe is also very exciting for knowledge-building

students, allowing a glimpse into other cultures and nurturing empathy

that is so vital for international relations. ​Young learners require and

want interaction with other people to fully attain their potential. Older

students find it most interesting and exciting where there is talking

involved. All students can communicate with their peers as global

citizens.​

How does ALTE address the objectives of world-class

thinking regarding innovation-driven societies for economic

progress?

Knowledge-building activity fits within the framework of the Organization

for Economic Co-operation and Development - OECD Innovation Strategy

for Education and Training project, viewing innovation as a driver of

growth toward better lives. OECD states that innovation will not blossom

unless employees have the skills needed to adapt to changing workplaces,

workers and consumers, the skills to suggest improvements, and creative

minds, scientists, and entrepreneurs, the skills to produce new knowledge

and invent new things. In innovation-driven societies, education and

training systems must empower people to innovate and quickly respond

to new skills needs generated by innovations, Confronting these challenges

will require policies that encourage innovation and improvement in the .

education system itself, which positions knowledge building to take the

lead. Innovative know-how is also required to deal with increasingly

serious problems (Thomas Homer-Dixon). Peter Drucker states that

innovation is becoming "part and parcel of the ordinary", where knowledge-based innovation is the hardest, but has the greatest potential benefits. These objectives are important to arrest a widening economic and cultural gap between educational haves and have-nots, and we have an opportunity of bringing proven tools that spark creativity toward innovation down to the